...Grunow Lecturer Department of English Cobelli@aol.com Course Description This introductory class presents a literary perspective on the Bible. Texts from the Bible stand at the center of analysis, while accompanying textbooks help us to contexualize biblical materials within history. Each week revolves around a particular theme with one lecture on the Hebrew Bible/Old Testament and one on the New Testament. Themes include creation, birth, the hero, the mountain, the community, the Temple, suffering, and the end of time. As we place biblical texts in their historical contexts, we will consider the Bible as a literary work with distinct genres, themes and conventions. The thematic connections between the Hebrew Bible and the New Testament will be explored at the same time that differences in their style and message are investigated. While reading the Bible, we will develop a vocabulary for discussing literary texts as well as a vocabulary specific to texts from the ancient world. This lively and pluralistic course provides a thorough introduction to the literature of the Bible. Course Objectives The Bible is a central text that has influenced literature, history, and global politics. This course instructs students in reading and interpreting the Bible according to its structure and tropes and within its original contexts. The Bible is read in English according to the New Revised Standard Version (NRSV). Students study theories of biblical authorship...
Words: 2487 - Pages: 10
...Information: Instructor Name: Jeff Henley Email: henleyj@cochise.edu Course Information: Course Description: A survey presentation of the art and architecture of western civilizations through the Gothic era, including prehistoric cultures of the world. Prerequisites: RDG 122 or concurrent enrollment or exemption or permission of instructor Minimum Course Objectives: 1. Students will demonstrate a general knowledge of art and architecture of Western civilizations from prehistoric times through the Gothic era. 2. Students will compare relationships between art and culture. 3. Students will utilize a vocabulary pertaining to the world of art. 4. Students will apply aesthetic principles to the world of art, past, present, and future, and share ideas and reactions. Required Materials and Supplies: Janson’s Basic History of Western Art, 9th ed. ISBN-10:...
Words: 1537 - Pages: 7
...11th Grade Afro-Asian Literature Course Syllabus | Educ 508 – Principles of College Teaching | Submitted by:Jonathan Jay F. BaniagaSubmitted to: Dr. Wilhelmina Q. Tomas | LONDON.MANILA.TOKYO.SEOUL Tomoeda Academy Tomoeda Academy Julia Vargas Avenue, Ortigas, Pasig City 11th Grade World Literature Course Syllabus Mr. Jonathan Jay F. Baniaga 2015- 2016 I.Subject Code: English 101a II. Subject Description: Afro-Asian Literature III. Credit Units: 3 IV. Pre-Requisite: none V. Duration: 18 weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students...
Words: 1741 - Pages: 7
...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
Words: 6646 - Pages: 27
...implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who...
Words: 21740 - Pages: 87
...JOURNAL ENTRY OPTION: INTERVIEW WITH JI 1 Journal Entry option: Interview with JI By: Oluwaseun Obajolu PGCC, Child Development Dr. Dawn Wadud 2 INTRODUCTION It was a rare encounter, a friendship that developed through a chat room over the internet. Even though Felicia and I had been in the same nursing class for about 6 months, let’s just say we never noticed each other or maybe selectively ignored each other, as the other person was insignificant at that point, in comparison with the herculean task of passing the class. We both struck a cord in each other, our personalities were so much alike and a friendship blossomed. Our lives started to gradually intertwine; I thought I was totally swept away till I met Junior and Halima: Her Kids. I first met the kids in the car and right away, their personalities shone through. Halima was extremely and delightfully talkative while Junior was a little withdrawn and would only say Hi because his Mom asked him to. I thought he was just a shy kid till I observed that in the entire 20 minute ride, he hardly said two words which I thought was pretty unusual for a child of that age group. My curiosity was eventually...
Words: 1929 - Pages: 8
... Textbook: Myers, D. (2010). Psychology. (9th Ed.). Belmont, CA: Worth Publishers. ISBN-10: 1-4292-1597-6 ISBN-13: 978-1-4292-1597-8 NOTE: This specific book is a requirement of the course *Additional reading or video assignments will be made throughout the course. Course Description Explores the scientific approach to the study of psychological phenomena, human development, learning and thinking, motivation and emotion, perception, testing and measurement, personality and behavior. Course Objectives The primary objective of this course is to provide a general overview of the major areas of psychology by discussing basic terms, concepts, principles, and methods of psychology. This class will provide you with an introduction to the following areas of psychology: the history of psychology, personality, learning, human development, stress, abnormal psychology, psychotherapy, research methods, intelligence, and social psychology. In addition, I want you to understand these major areas of psychology and apply concepts learned in class to everyday life via the development of critical thinking skills and effective study strategies and habits. This course is also meant to prepare those taking classes for which PSY 1101 is a prerequisite. Student Learning Outcomes The successful completion of this class will enable you to: o Acquire the fundamental vocabulary of the social-science sub-discipline of psychology...
Words: 2923 - Pages: 12
...Vocational Technical Education Framework Hospitality and Tourism Cluster Culinary Arts August 2007 Massachusetts Department of Education Career/Vocational Technical Education Unit address 350 Main Street, Malden, MA 02148 telephone 781-338-3910 internet www.doe.mass.edu/cte/ email careervoctech@doe.mass.edu Massachusetts VTE Frameworks Culinary Arts August 2007 Page 1 Strand 1: Health and Safety 1.A Define health and safety regulations. 1.A.01a Identify and apply OSHA and other health and safety regulations that apply to specific tasks and jobs in the occupational area. 1.A.02a Identify and apply EPA and other environmental protection regulations that apply to specific tasks and jobs in the occupational area. 1.A.03a Identify and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the occupational area. 1.A.04a Explain procedures for documenting and reporting hazards to appropriate authorities. 1.A.05a List penalties for non-compliance with appropriate health and safety regulations. 1.A.06a Identify contact information for appropriate health and safety agencies and resources. 1.A.07c Outline laws and rules of the regulatory agencies governing sanitation and safety. Demonstrate health and safety practices. 1.B.01a Identify, describe and demonstrate the effective use of Material Safety Data Sheets (MSDS). 1.B.02a Read chemical, product, and equipment labels to determine appropriate health and safety...
Words: 5017 - Pages: 21
...3-12 Reading Strategies 3-12 Reading Strategies __________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 VPRojas@aol.com 3-12 Reading Strategies Anticipation Guides (Barton & Heidema, 2000) - Anticipation guides have two columns labeled ‘me’ and ‘text.’ Before reading the text, students place a check next to any statement with which they agree. After reading the text, students compare their opinions with information contained in the text. Examples: An example for a math anticipation guide on statistics might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. There are several kinds of averages for a set of data. 2. The mode is the middle number in a set of data. 3. Range tells how far apart numbers in a data set can be. 4. Outliers are always ignored. 5. Averages are always given as percentages. An example for a science anticipation guide on matter might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. 2. 3. 4. 5. Matter is made up of elements. An element is made up of many different atoms. An element is the same thing as a compound. Most compounds are made up of molecules. Elements are represented by chemical symbols. Check Those Facts! (Stephens & Brown, 2005) - This strategy serves a dual purpose: to help students become better judges of internet information and to allow students to explore an area of interest related to...
Words: 9552 - Pages: 39
...and is written using the same characters as the Chinese word hanzi (simplified Chinese: 汉字; traditional Chinese: 漢字).[3] Kanji Type Logographic Languages Old Japanese, Japanese Parent systems Oracle Bone Script Seal Script Clerical Script Kaishu Kanji Sister systems Hanja, Zhuyin, Traditional Chinese, Simplified Chinese, Nom, Khitan script, Jurchen script ISO 15924 Hani, 500 Direction Left-to-right Unicode alias Han This article contains IPA phonetic symbols. Without proper rendering support, you may see question marks, boxes, or other symbols instead of Unicode characters. For a list of words relating to kokuji, see the Japanese-coined CJKV characters category of words in Wiktionary, the free dictionary. Contents History Orthographic reform and lists of kanji Kyōiku kanji Jōyō kanji Jinmeiyō kanji Hyōgaiji Japanese Industrial Standards for kanji Gaiji Total number of kanji Readings On'yomi (Sino-Japanese reading) Kun'yomi (Japanese reading) Mixed readings Special readings Single character gairaigo Other readings When to use which reading Pronunciation assistance Spelling words Dictionaries Local developments and divergences from Chinese Kokuji Kokkun Types of Kanji: by category Shōkei moji (象形文字) Shiji moji (指事文字) Kaii moji (会意文字) Keisei moji (形声文字) Tenchū moji (転注文字) Kasha moji (仮借文字) Related symbols Collation Kanji education See also Notes References External links Glyph conversion HistoryEdit Nihon Shoki...
Words: 9330 - Pages: 38
...Effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students Abid Hussain Ch.* Abstract The substantive aim of the study was to examine the effect of guidance services on students’ study attitudes, study habits and academic achievement. An experimental study was devised for the purpose. A guidance programme for secondary school students was developed by the researcher. An experiment was conducted to explore the effectiveness of guidance services in terms of improvement in students’ study attitudes, study habits and academic achievement. Ten null hypotheses were tested to explore the effect of guidance services on students’ study habits, study attitudes and academic achievement in five subjects. All the hypotheses were tested at 0.05 level of significance. The results of the study indicated that the guidance services have significant effect on the students’ study attitude, study habits and academic achievement Introduction The quality of a nation depends upon the quality of its citizens. The quality of citizens depends on the quality of their education and quality of education besides other factors depends upon study habits and study attitude of the learners. Quality of education is reflected through academic achievement which is a function of study habits and study attitude of the students. Thus to enhance the quality of education, it is necessary to improve the study habits and study attitudes of the students...
Words: 11555 - Pages: 47
...The power of music: its impact on the intellectual, social and personal development of children and young people Susan Hallam, Institute of Education, University of London Executive Summary Recent advances in the study of the brain have enhanced our understanding of the way that active engagement with music may influence other activities. The cerebral cortex selforganises as we engage with different musical activities, skills in these areas may then transfer to other activities if the processes involved are similar. Some skills transfer automatically without our conscious awareness, others require reflection on how they might be utilised in a new situation. Perceptual, language and literacy skills Speech and music have a number of shared processing systems. Musical experiences which enhance processing can therefore impact on the perception of language which in turn impacts on learning to read. Active engagement with music sharpens the brain’s early encoding of linguistic sound. Eight year old children with just 8 weeks of musical training showed improvement in perceptual cognition compared with controls. Speech makes extensive use of structural auditory patterns based on timbre differences between phonemes. Musical training develops skills which enhance perception of these patterns. This is critical in developing phonological awareness which in turn contributes to learning to read successfully. Speech processing requires similar processing to melodic contour. Eight year old...
Words: 12199 - Pages: 49
...Governors State University OPUS Open Portal to University Scholarship Student Theses Spring 2011 Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students James G. Muhammad Follow this and additional works at: http://opus.govst.edu/theses Part of the Communication Technology and New Media Commons Recommended Citation Muhammad, James G., "Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students" (2011). Student Theses. Paper 32. For more information about the academic degree, extended learning, and certificate programs of Governors State University, go to http://www.govst.edu/Academics/Degree_Programs_and_Certifications/ This Thesis is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Student Theses by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact opus@govst.edu. Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students By James G. Muhammad B.S., Bowling Green State University, 1976 THESIS Submitted in partial fulfillment of the requirements For the Degree of Master of Arts, With a Major in Communication and Training Governors State University University Park, IL 60466 2011 ii Acknowledgements I am forever grateful to Dr. David Rhea for his counsel, guidance...
Words: 13901 - Pages: 56
...Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning...
Words: 48661 - Pages: 195
...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
Words: 27525 - Pages: 111